… … … TRAINER’S GUIDE NUMBER OF SESSIONS: 1 TITLE: STUDENT ENGAGEMENT Participants sign the attendance sheet and are offered refreshments (Tea and coffee). DATE MARCH 26TH 2017 LOCATION SALAMA BINT BUTTI – TRAINING ROOM DURATION OF SESSION 45 MIN (ENGLISH MEETING SESSION) TOPIC STUDENT ENGAGEMENT PREPARATION OF MATERIALS PRIOR TO THE SESSION (15-20 MINS) • Inform ROSE (Head maid) the day before to organise tea and coff for the next morning. On the day: • Arrange room in groups of 3 for a carousel activity (moving work stations). • Put markers/small whiteboards/tissue box/A4 sized student engagement wheel on each desk. • DESK 1: Put visuals and a DICE. • DESK 2: Put 3 bundles of 3 different news articles with the READ WITH A PENCIL POSTER ( so that the next moving group cannot copy ideas from first group. Forces them to engage.) • DESK 3: THREE CUBES (to show subtle differentiation). OBJECTIVES • Explain objective/s: i.e. identify/explain student-based strategies through specific collaborative tasks. • Design and exhibit differentiated student-based activities (using one of the strategies identified). • Ask participants to assess the learning process using the ‘student-engagement’ wheel. STARTER (5 min) STUDENTS ARE ENGAGED BY DOING i.e. ……………..(finish the sentence) Throw scrunched paper around/ball and elicit responses from participants and write key ideas on the board. MAIN ACTIVITY: 30 MIN ( 10 min per station) • WARM-UP: Spaghetti tower task. ( 5 mins) participants make a tower using spaghetti sticks and marshmallows. • DEBRIEF- You liked the task? Participants respond with a thumbs up or thumbs down. • Group 1 – pre-reading activity: prediction using ThinkDOT strategy – Participants look at visuals. Roll the dice and complete the exercise according to the number. A: Draw pictures B: Brainstorm words C: Write a simple sentence. D: Write a compound/complex sentence. E: Write a sentence using figurative language. F: Why do you beleive WOMEN should /should not STAY at HOME? Write three reasons. • Group 2 – ‘read with a pencil’ strategy’ - Participants read silently the text and use the given symbols to show their thinking and understanding of the text; make connections to the text and find evidence to support the main idea. • Group 3 – “Roll the dice. Cube strategy”- Participants throw the dice and complete the task that comes up. Back-up: Video: Encouraging student participation and engagement – after watching short video clip write 3- 5 strategies used / discuss how you can apply it during lessons) CONCLUSION (10 min.) • Activity: student-engagement wheel – participants from each group assess/ evaluate session based on (a – j) elements wheel. • Elicit feedback from participants based on student-engagement wheel evaluation. • Provide each teacher with an enlarged colour copy of the student-engagement wheel. • They are to use it during their lessons and record their scores by either doing a self-assessment or have students assess the lesson. • Use this feedback from teachers as starter at the next PD session. THANK TEACHERS FOR THEIR ATTENDANCE. RESOURCES: visuals; student-engagement-wheels ( A4- 3 pieces and 10 pieces of enlarged student engagement wheel); paper; pens; data projector; computer; texts copies; soft ball; small whiteboard; 3 tissue boxes PARTICIPANT’S GUIDE Sign attendance register LEARNING OUTCOMES BY THE END OF THIS SESSION PARTICIPANTS WILL BE ABLE TO IDENTIFY/EXPLAIN STUDENT-BASED STRATEGIES THROUGH SPECIFIC COLLABORATIVE TASKS SESSION PLAN INTRODUCTION: Throw-and-tell ball game (5 min) MAIN ACTIVITY MAIN ACTIVITY: 30 MIN 3 GROUPS (4 participants per group) WARM UP : SPAGHETTI GAME ( 5 mins) Make a tower using spaghetti sticks and marshmallows. Best tower gets a prize! MOVING STATIONS: Group 1 – pre-reading activity: prediction - use a set of visuals to do the following – A: Draw pictures B: Brainstorm words C: Write a simple sentence. D: Write a compound/complex sentence. E: Write a sentence using figurative language. F: Why do you beleive WOMEN should /should not STAY at HOME? Write three reasons. Group 2 – ‘Read with a Pencil’ strategy – Use the symbols on the poster and label your text as you read it silently. Group 3 – Pick any coloured cube. Roll the cube. Complete the task that comes up. CONCLUSION (5 min.) • Assessing time: assess/evaluate the session based on (a – j) elements wheel that is on your desk. (2 mins) • Elicit feedback from participants based on student-engagement wheel evaluation. (3 mins). • Provide each teacher with an enlarged colour copy of the student-engagement wheel. • They are to use it during their lessons and record their scores by either doing a self-assessment or have students assess the lesson. Please use the given enlarged wheel and see how you go.We will use your feedback as a starter at the next PD session. … … …